The Common Core State Standards (CCSS) videos are designed to support states, schools, and teachers in the implementation of selected math standards. Each video is an audiovisual resource that focuses on one or more specific standards through examples and illustrations geared to enhancing understanding. The intent of each content-focused video is to clarify the meaning of the individual standard rather than to be a guide on how to teach each standard, although the examples can be adapted for instructional use.

This parent guide supports parents in helping their child at home with the 6th grade Math content.

This resource accompanies our Rethink 6th Grade Math course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning. 

 Students will create a map that includes (at minimum) five quadrilateral buildings, one must be the post office.   They will use the spheros to find the best route from the post office to each of the buildings, in the shortest amount of time.  Students will need to find the total amount of time it takes the mailman to deliver the mail to each building. Determine how much he would get paid per hour if he received $100 to complete the route. 

  Students will-Design/create a specific object with given shapes and dimensionsSelect which shipping box is best to safely ship that object. Calculate and subtract the volume of the box from the calculated volume of the object to determine the remaining volume of the interior of the box.

The purpose of this task is to provide students with a multi-step problem involving volume and to give them a chance to discuss the difference between exact calculations and their meaning in a context.

This task is primarily about volume and surface area, although it also gives students an early look at converting between measurements in scale models and the real objects they correspond to.

The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. The purpose of this first task is to see the relationship between the side-lengths of a cube and its volume.

The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. In this iteration, we do away with the lines that delineate individual unit cubes (which makes it more abstract) and generalize from cubes to rectangular prisms.

The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. Here, we are given the volume and are asked to find the height.

The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. This problem is based on ArchimedesŐ Principle that the volume of an immersed object is equivalent to the volume of the displaced water.

Students explore the volume of a box based on the amount of unit cubes that can fit inside of it in this student interactive, from Illuminations. They are prompted to come up with a rule for determining the volume of a box when its width, depth, and height are known.

This lesson unit is intended to help teachers assess how well students are able to: Select appropriate mathematical methods to use for an unstructured problem; interpret a problem situation, identifying constraints and variables, and specify assumptions; work with 2- and 3-dimensional shapes to solve a problem involving capacity and surface area; and communicate their reasoning clearly.

In this module, students utilize their previous experiences in order to understand and develop formulas for area, volume, and surface area. Students use composition and decomposition to determine the area of triangles, quadrilaterals, and other polygons.

Students find the volume and surface area of a rectangular box (e.g., a cereal box), and then figure out how to convert that box into a new, cubical box having the same volume as the original. As they construct the new, cube-shaped box from the original box material, students discover that the cubical box has less surface area than the original, and thus, a cube is a more efficient way to package things.

The purpose of this task is to provide students an opportunity to use mathematics addressed in different standards in the same problem.

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 6th Grade Math. 

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 6th Grade Math. 

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 6th Grade Math.  

Students use an applet to see how the volume and surface area of a rectangular prism and a triangular prism vary as their dimensions take on integer values from 1 to 14. A discussion and activity sheet with probing questions are included.